Commercial Arbitration In The Islamic Middle East Case Study

1.2 Commercial Arbitration in the Islamic Middle East Massive world’s oil reserves lie in the countries lying in the Gulf, and most of the world corporations are keen to do business in the region. Therefore, the Co-operation Council from now on referred to as GCC is well represented in the international business environment. Countries trading with the Middle East and North Africa (MENA) have complained about lenient or ineffective modern arbitration rules and regulation in the member states. However, progress has been made from the previous decades. Oman, passed legislation in 1997 allowing implementation of the Model Law on International Commercial Arbitration of 1985 which was later amended in 2006. However, some countries have shown†¦show more content†¦Many scholars are of the view that contemporary methods of arbitration have compatibility with the sharia laws but practices by some countries in the region have been frustrating to the arbitration cases mostly touching on oil concession with western firms. The primary focus includes the rules of sharia regarding arbitration about the local law in these countries will be made when necessary. 1.2.1 Arbitration under Sharia Laws Arbitration in local and international roles is present in the Islamic Middle-East. Nowadays, the countries in Islamic Middle-Eastern countries like the United Arab Emirates, Bahrain is a reflection of centuries-old practices where individuals and companies relied on arbitration within to solve disputes. The history of commercial arbitration in the region is replete with a shaky history. Currently, the model of arbitration used in the region does not incline toward the western arbitral system. The main reasons for this are due to the role played by religion in shaping both political and legal structure. To this regard, it has a high influence in influencing the conceptualization of the process of arbitration in the region. In the context of resolving disputes in the Islam sharia law recognizes such and tahkim as the primary methods of resolving the dispute. Sulh can be compared with the Western concept of addressing disputes where the parties reach an agreement without seeking help from a third party. Contrary, withinShow MoreRelatedPolitical Analysis of Qatar3720 Words   |  15 Pagesconstitution, and launch of Al Jazeera. Qatar served as headquarter and one of the main launching sites of U.S. invasion of Iraq in 2003. In December 2010, Qatar was selected to host the 2022 FIFA world cup and thus Qatar will be the first country of Middle East to host the tournament. Qataris celebrate their national day on 18th December. 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Analysis On The Data Collected For The Present Study

Introduction This chapter presents the results of the analysis on the data collected for the present study (i.e., pre-writing test, immediate-post-writing test, and delayed-post-writing test). It describes statistical analysis of the differences in the number of each cohesive device (i.e., reference, substitution, ellipsis, and conjunction) in the three tests conducted within and among three treatment groups (i.e., direct feedback group, coding with underline group, and control (no feedback) group). The short- and long-term effects of WCF are examined by comparing the pre-writing test with the immediate-post-writing test and the delayed-post-writing test. The statistical analyses in this chapter are conducted to investigate the following†¦show more content†¦For the second research question, the pre-test and the immediate-post-test essays are compared within each group by using the paired t-test. In addition, the one-way analysis of variance (ANOVA) was conducted to investigate the difference in the number of each cohesive device between the three treatment groups. The same statistical analysis was conducted for the fourth research question; the pre-test and the post-test essays are compared within groups as well as the number of cohesive devices in the post-test essays was compared between groups. Before proceeding with the statistical analysis for the research questions, homogeneity of the pre-test essay between groups was verified; the researcher conducted the one-way ANOVA to ensure that there is no significant difference in the number of cohesive devices employed in the pre-test essay. The significant level was set at 0.05 (ï  ¡0.05). Except for the difference, no other significant difference was found for the coded group. As for the direct group, the results showed no significant difference in any kinds of cohesive devices. Table 10 Difference in the Long-term Period Within Each Experimental Group WCF Devices Test N Mean SD t p Direct Reference Pre 27 0.74 1.06 -1.4644 0.1551 Post 27 1.19 1.21 Substitution Pre 27 0.19 0.4 0.7004 0.4899 Post 27 0.11 0.32 Ellipsis Pre 27 1.48 0.94 -0.22535 0.8235Show MoreRelatedThe Costs And Benefits Of Financial Advice Essay1191 Words   |  5 PagesIndia) This study talks about current scenario of the financial advisory industry of India, in which growth of the financial intermediaries, scope and facing challenges of the industry is well defined. †¢ The research paper on â€Å"A Study on Individuals Investors Behavior in Stock Markets of India† by Rakesh HM aims to understand the behavior of individual investor in stock market, specifically their attitude and perception with respect to the stock market. 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Die Opvoeder as Leier, Bestuurder En Administrateur Free Essays

string(49) " and democratic styles of classroom management \." Question 1 1. 1. Write a paragraph in which you discuss the role of communication in creatinga sustainable positive atmosphere in your classroom. We will write a custom essay sample on Die Opvoeder as Leier, Bestuurder En Administrateur or any similar topic only for you Order Now Communication is the transmission of an idea by someone, thesender, and the understanding thereof by another, the receiver. Communication is important to the success of any relationship,without it the relationship is doomed to fail. In order to increase thequality of the relationship the communication needs to be effective. Effective communication between the educator and the learners Inhis/her class is essential in order to create and maintain a positiveatmosphere in the classroom. 1. 2. Write a paragraph in which you discuss the importance of establishingpositive educator-learner relationships in the creation of a sustainablepositive atmosphere in your classroom. A positive educator-learner relationship is important as it enablesboth the educator and the learners to risk being honest with eachother, care about each other, it promotes interdependence, ensuresmutual needs are met and allows each individual to develop their  own individuality. The creation of the above leads to trust between the educator andlearners and as such will result in a positive classroom atmosphere. Creating a good educator-learner relationship involves the following(Coetzee 2010:87): ? Creating open, professionally appropriate dialogue with learners. ?  Ã‚  Systematically building better relationships with learners. ?  Ã‚  Maintaining a high rate of positive to negative statements. ?  Ã‚  Communicating high expectations. ?  Ã‚  Creating opportunities for personal discussion. Guidelines that can be used to avoid the negative effects of educator  expectations are as follows (Coetzee 2010:87): †¢ Use sensitive information on learners carefully. †¢    Be flexible in your use of group strategies. Be careful how you respond to low-achieving learners duringclass discussions. ? Use materials that show a wide range of ethnic groups. Be fair inyour evaluation and disciplinary procedures. ? Communicate to all learners that you believe that they can learn. ? Involve all learners in learning tasks and privileges. ? Monitor your non-verbal communication. . 3. Discuss how you would promote learner participation in a multiculturalclassroom by creating a learning environment that supports socialising andintercultural interaction . ? I would first read through all the learning materials for that givensubject in order to determine if there is any aspect of the work or  activities which may be culturally insensitive to any of thelearners in the class. ? I am aware that cognitive learning styles are culturally dependentand therefore will use a variety of teaching styles, methods andstrategies in my teaching of the class. ? In order for the learners to participate and actively cooperate witheach other it is necessary to be aware of any instances of  cultural insensitivity immediately and take action, a way to avoidthese situations, I could allow those members of differentcultures to explain about certain aspects of their culture to theother members of the class. This way I as the educator and theclass will learn about other cultures. ? I expect all the learners in my class to achieve to the best of their  ability as all people are able to learn provided they put in the timeand effort to do so. I am also aware that the academic andlearning ability of learners differ, so they at the beginning of theacademic year are required to set their own personal goals whichthey then work towards. These goals set are at levels slightlyabove what each learner believes they can achieve in order tochallenge them. When checking work done in activities the class needs to assistthe learner who is answering the specific question if they makean error in order to correct it, if they are unable to detect or  correct the error, I as the educator assist in guiding them to thecorrect answer. Question 2 2. 1. Name five ways in which educators can improve learner motivation in theclassroom . a) Make the learning task more challenging. b) Place less emphasis on teaching and grades. c) Move from extrinsic to intrinsic motivation. d) Have high expectations of each learner. e) Increase the learners ¶ perception that they control the learningsituation. 2. 2. Draw up the following of a classroom policy: 2. 2. 1. Aims and objectives of our class . Class Aims: To achieve our academic and intellectual potential through hardwork as a cooperative group, while promoting the acceptance of  others and respect for others. Individual Objectives: Each individual sets their own goals to achieve at the end of theyear (long-term) in order to contribute to the overall class aim. In order to achieve their own end of year goals the learners setshorter term goals in order to assist them in achieving their long-term goals. 2. 2. 2. Rules for our classroom . 1) We must respect ourselves, others and the educator. 2) We must be on time. 3) We must enter the class quietly, and get ready to work. 4) We need to bring all our stationary and books to class. 5) We must raise our hands to ask questions in class. ) We must not eat nor drink in class7) We must never disrupt another learner ¶s work. 8) We don ¶t leave litter on the floor, we put it in the bin. 2. 2. 3. Task division . Educator: ? Always prepared and punctual. ? Provide assistance to learners. ? Manage the classroom appropriately. ? Discipline learners fairlyLearners: ? Ensure all work is completed on time. ? Maintain a clean learning environment. ? Resp ect one another. ? Make sure all learning materials are brought to class. 2. 3. Define the following concepts: 2. 3. 1. L eadership The ability of an individual to influence other individuals or a groupto achieve goals. 2. 3. 2. C ntrol Assessment of work done and where necessary to realign andcorrect work done which is incorrect or not up to standard. 2. 3. 3. I ntrinsic motivation An inner desire to be successful at a certain task (self-motivation) 2. 3. 4 . C ommunication The transmission of an idea by someone, the sender, and theunderstanding thereof by another. Communication can be verbal or  non-verbal. 2. 3. 5 . Co-operative learning A team approach to learning where each member of the group isdependent on the other members to accomplish a specific learningtask on an assignment. 2. 4 . Describe the autocratic and democratic styles of classroom management . You read "Die Opvoeder as Leier, Bestuurder En Administrateur" in category "Essay examples" Autocratic leadership style: Autocratic leadership is an educator-centred approach to theclassroom which is characterised by the strong leadership role of theeducator. The main focus of this type of leadership is on thecompletion of tasks and the learners ¶ ability to listen, work and do. Theadvantages of this type of leadership include the promotion of goodorder and an established routine in which some learners feel moresecure. The drawbacks of this type of leadership include one-waycommunication, rigid discipline, passive learner participation, a morereserved and unapproachable educator and little room for creativethinking. Democratic leadership style: This leadership style is characterised by educators that have goodsubject knowledge, who are good natured, helpful, fair, and warm. Educators who practice this management style encourage learner  participation. The advantages of this type of leadership include learner  confidence to participate in classroom activities, a relaxed positiveatmosphere and learners constantly being involved in learningactivities. 2. 5 . Explain how a message is conveyed by referring to the communication processmodel . In order for there to be communication there first needs to be apurpose for communication or a message to be conveyed. Thismessage is then encoded by the sender and passed onto the receiver  via a communication medium. The message is then decoded by thereceiver. This results in a transfer of meaning from the sender to thereceiver, who then may give feedback back to the sender. Question 3  µ A delict is an unlawful, culpable (intentional or negligent) act (or omission)committed by a person, which infringes the rights of another or causes himor her harm.  ¶ (Coetzee 2010:188) ? To constitute delict, one person must have caused harm or damage to another byhis or her action or conduct . The conduct must be voluntary human action and maybe either a positive action or an omission .  µ In terms of this element of delictual liability the school can be held liable asthey failed to remove the piece of steel or at least clearly demarcate thearea around the piece of steel, in order to make people aware of it. Thecoach, knowing that there is a possibility that players could fall during thewarm up due to the nature of the sport, could also be held responsible asthe teams were responsible for choosing a warm up area and the coachshould as such have checked the area for any objects that could causeharm to team members. The act which causes harm must be wrongful, that is, it must be legallyreprehensible or unreasonable in terms of the legal convictions of the community . To test for unlawfulness, the boni mores principle is applied . The question here iswhether the harm caused was unjustified in the circumstances . I n the absence of  wrongfulness a defendant may not be held liable .  µ The school can be held liable as they should have taken all precautions tohelp to prevent an injury of this nature to any person on their schoolgrounds. Knowing that they were hosting a basketball tournament theyshould have removed any objects that could cause injuries to any playersor clearly demarcate the areas where there could be concerns over theplayer ¶s safety. The coach in being responsible for the safety of his teamshould have thoroughly inspected the area chosen for the warm up for anydangerous objects. ? The act must be the result of fault in the form of intent (d  olus) or negligence(culpa) . Fault refers to blameworthy attitude or conduct of someone who has actedwrongfully .  µ The coach of the team was negligent as he should have inspected thearea for any danger to the players, if he had done so he would have seenthe piece of steel and then either have chosen a different warm up area or  at least warn the players to either avoid that area or be careful around it. The school could be seen to be negligent for failure to remove the piece of  steel or clearly demarcate the area around the piece of school. ? There is a casual relationship between the conduct of the perpetrator and the harmsuffered by the victim . I general, it should be shown that the person ·s injury didresult from the actions of the person charged with negligence . I n other words, theremust be a clear casual relationship between the act and the injury . A person cannotbe held liable if he or she has not caused any damage .  µ The school ¶s negligence in not removing the piece of steel or demarcatingthe area around it resulted in the injury to the player, as such they can beheld lia ble. The coach for not thoroughly inspecting the area in which theplayers would warm up could also be held liable. ? A delict is a wrongful and culpable act which has harmful consequences . Damagesin the form of patrimonial loss or non-patrimonial loss must be present . There mustbe a connection between the negligent conduct and the injury (physical or mental ) . To receive an award for damages, a plaintiff must have suffered an injury as a resultof the defendant ·s negligent conduct . The plaintiff must prove that some damageoccurred . Although the injury or damage does not need to be substantial for anaward to be ordered, the injury must be real rather than be imagined . The courts aregenerally reluctant to award damages where there is not some form of injury .  µ Damages are present which are due to the negligent conduct on the partof the school, not removing the piece of steel or demarcating the areasurrounding the piece of steel, and coach, for not thoroughly inspectingthe area on which his players will be using to warm up. Contributory fault is where a learner does not show the degree of carenormally expected form someone of his or her age, knowledge andexperience. If this is present the educator will not be solely liable for anydamages resulting from an injury by his or her act. In the case in question,if the basketball tournament is for a junior age group (ie. under 15 ¶s) or asenior age group (ie. under 18 ¶s) will determine if there is contributory faulton the part of the learner ¶s. Under 18 learners ¶ can reasonably beexpected to be responsible enough to check themselves for any danger onthe warm up area chosen. Whereas the under 15 learners ¶ cannotreasonably be expected to check for any danger. How to cite Die Opvoeder as Leier, Bestuurder En Administrateur, Essay examples

Community Health Care Resources

Question: Write an essay on "Community Health Care Resources". Answer: Demographics of population at risk Australia is developing as a nation with the high standard of living, but still there are people who are struggling in Australia due to health related issues and poverty. The population vulnerable to health risk includes indigenous groups and person living with poverty and disability. The change in the pattern of societies such as ageing population, immigration policy shift, and different economic status contributes to health risk in children, homeless, ethnic group and older Australians. Increased number of Australians with disability and health hazard will create challenges for health care service in the future (Sunderland et al., 2013). The number of people with disability is increasing everywhere in Australia. It is estimated it will rise to 2.3 million by 2030. With increased number of older people, dementia will be the greatest contributor to disease. About 15% children are living in jobless families, and many people live in the socially disadvantaged area due to poverty. Abori ginal and Torres Islanders suffer due to lack of access to proper health care. Cardiovascular disease, cancer, injury from accidents, diabetes, etc. is the leading cause of death in ethnic groups. Problems like serious illness, substance or alcohol abuse, socioeconomic factors (low level of education, housing, income, and employment) further aggravate the health problem in ethnic groups of Australia (Gubhaju et al., 2013). Evidence-based strategies to improve health outcomes There are various community-based interventions to improve health outcomes in developing countries. Infant mortality rate has increased in developing countries since past two decades. Initiatives have been taken by World Leaders at the United Nations Millenium Summit. The major goal was to reduce the death of infants. Their emphasis was on the implementation of cost-effective health care service to save mothers and newborn babies lives. Their aim was to identify interventions which have enough evidence of its efficacy to be included in community-based neonatal care programs. They identified critical gaps in knowledge for conducting future research and program learning. They reviewed all the evidence based on size, location, design and impact on prenatal mortality. The evidence-based study interventions were analyzed for biological plausibility of intervention. Data from the vulnerable population in developing countries helped in the foundation of the integrated approach to neonatal h ealth care (Lassi et al., 2015). The implementation of clinical practice is a useful tool for improving the quality of care. There was a study on the development of clinical guidelines in Netherland and its experience. The study developed all evidence-based guidelines after a rigorous procedure and selecting strategies. They observed that acceptance of directives was high in vulnerable population. A multi-faceted approach like social consensus, scientific journals and visits by peers helped in effective dissemination of clinical intervention. Such programs should be delivered through conventional channels to improve care (Lindsay et al., 2016). Health care resources of vulnerable population The dimensions of vulnerability depend on social stress and coping method of society. Stigma involved with illness, poverty and race, lack of social support, physical and cognitive impairments contribute to vulnerability in health. Australia already has a high quality of health care resources. Despite this, they have various challenges in meeting health care needs of the vulnerable population and addressing those needs. The common health care resources of Australia are Australian Commission on Safety and Quality in Health Care. It coordinates in the improvement of heath care service in Australia by identifying problems and recommending solutions or actions to be taken. Australia's Government, health minister, and other health care services deliver health care services in collaboration with government and non-government sectors. There are public health and preventive services, emergency medical services, hospital-based treatment, rehabilitation care and palliative care. The majority o f public care is funded by the Australian government. There are services for Aboriginal and Torres Strait Islander groups and health and medical research services (Masoe et al., 2014) Nursing interventions provide quality care to the vulnerable population. Nurses can play a role in addressing health-related risk and giving quality primary health care to people in Australia. From the demographical study of the vulnerable group, it is seen that most people are at risk due to poverty, low access to health care and living in underdeveloped areas. So nurse could recognize the psychosocial burden of individual with disability and disease and play their role in educating them about preventive care methods to manage disease conditions (Grove et al., 2014). Many people don't go for health care service because of high cost, fear of losing confidentiality, not having an idea about treatment process and availability of health care options. Nurse plays a role in this regard by their communication skills. The nurse needs to engage people with health care and educate them about risky behaviors that affect health. They may educate them about the choice of health care providers and how to get linked with them to address their health concern. It will he lp to bridge the barrier between vulnerable people for accessing primary care. Indigenous Australians experience poor health and have shorter life expectancy. The nurse can play a role in the delivery of culturally oriented care and developing access to quality health care service for them (Melnyk et al., 2014). Strategies for plan implementation Addressing cultural issues: People are often influenced by their culture and because of those views; they do not undergo many treatment procedures. Health care service can play a role in creating heath care literacy and awareness among the vulnerable population of Australia. Programs like Racial and Ethnic Approaches to Community Health will help in decreasing health gaps and giving more knowledge about management of diseases like diabetes, dementia, etc (Purnell, 2014). Making health care affordable and accessible to vulnerable groups: Vulnerable groups are living in interior and lower developed areas of Australia. They face significant health-related risk due to lack of access to the preventive clinical test. To remove these problems, the strategy is to make health care accessible to those areas. Healthcare staffs could arrange for a preventive screening test for diseases in the vulnerable population. This is vital for preventing diseases. Secondly, the major problem is faced because many people cannot afford specific health care procedures. There could be approached to develop innovative and low cost health care models. This will give health care equity, and it will also help in maintaining health risk of community (Levesque et al., 2013). Implementation of policies and better eating habits: Vulnerable population is experiencing risk from diabetes due to unhealthy lifestyle and poor diet. Educating mass about healthy eating habit is crucial. The standard nursing intervention includes preparing charts and explaining the importance of proper balanced diet to affected people. The role of the government is also important in combating diseases and empowering people to live the healthy life. For example, the Australian government has National Health Policy to identify and improve health care system in Australia (Blank Burau, 2013). Reference Blank, R. H., Burau, V. (2013).Comparative health policy. Palgrave Macmillan. Grove, S. K., Burns, N., Gray, J. R. (2014).Understanding nursing research: Building an evidence-based practice. Elsevier Health Sciences. Gubhaju, L., McNamara, B. J., Banks, E., Joshy, G., Raphael, B., Williamson, A., Eades, S. J. (2013). The overall health and risk factor profile of Australian Aboriginal and Torres Strait Islander participants from the 45 and up study.BMC public health,13(1), 1. Lassi, Z. S., Middleton, P. F., Crowther, C., Bhutta, Z. A. (2015). Interventions to improve neonatal health and later survival: an overview of systematic reviews.EBioMedicine,2(8), 985-1000. Levesque, J. F., Harris, M. F., Russell, G. (2013). Patient-centred access to health care: conceptualising access at the interface of health systems and populations.International journal for equity in health,12(1), 1. Lindsay, E., Wooltorton, E., Hendry, P., Williams, K. and Wells, G., 2016. Family physicians continuing professional development activities: current practices and potential for new options.Canadian medical education journal,7(1), p.e38. Masoe, A. V., Blinkhom, A. S., Taylor, J., Blinkhorn, F. A. (2014). Factors Influencing Provision of Preventive Oral Health Care to Adolescents Attending Public Oral Health Services in New South Wales, Australia.J Dent Oral Health,1, 1-9. Melnyk, B. M., Gallagherà ¢Ã¢â€š ¬Ã‚ Ford, L., Long, L. E., Fineoutà ¢Ã¢â€š ¬Ã‚ Overholt, E. (2014). The establishment of evidenceà ¢Ã¢â€š ¬Ã‚ based practice competencies for practicing registered nurses and advanced practice nurses in realà ¢Ã¢â€š ¬Ã‚ world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs.Worldviews on Evidenceà ¢Ã¢â€š ¬Ã‚ Based Nursing,11(1), 5-15. Purnell, L. D. (2014).Guide to culturally competent health care. FA Davis. Sunderland, M., Newby, J. M., Andrews, G. (2013). Health anxiety in Australia: prevalence, comorbidity, disability and service use.The British Journal of Psychiatry,202(1), 56-61.

Least Restrictive Environment Essays (2295 words) -

Least Restrictive Environment Least Restrictive Environment! Judd O. Fisher Although the ideas and reasons for inclusive education are very noble and can have a positive effect on many disabled students, mandating inclusion for all disabled students denies some the opportunity to appropriately learn in the least restrictive environment (LRE) as required by law. The fight for inclusive education has made enormous gains from when the National Association of Retarded Children was established in 1950 to 1990 when the public law called the Individuals with Disabilities Education Act (IDEA), P.L. 94-142, was revised. Educational systems have moved from not providing education at all for the disabled to providing schools for the disabled separate from non-disabled students. Recently normal schools have been practicing inclusion and have free rein to determine exactly how. The problem facing policy makers today is whether or not all disabled children should be inclusioned. If the policy makers would just observe the disabled students being inclusioned and ignore all the rhetoric being presented to them, they will find that not all disabled children benefit from inclusion. On July 13,1996, Omer Zak compiled several articles the deaf and professionals who work with the deaf had submitted to him and presented them on the Internet under the title Deaf Persons and Experts Speak Out Against Inclusion. One of the writings submitted was entitled Interpreter Isn't Enough! written by Leah Hager Cohen. The author is an interpreter for an eleventh grade deaf student that is being inclusioned in a regular school. Cohen explains how the deaf student will sit quietly by herself before class begins while the rest of the students are socializing and interacting with each other. The piece goes on to explain how the deaf student must look at the interpreter during class in order to receive the lesson being presented by the teacher. When the student looks takes her eyes off the interpreter to write in her notes the interpreter must stop signing. When the student looks back to the interpreter she begins signing again. The more often the student stops to write in her notes the farther behind the teacher the interpreter gets. As the interpreter falls behind she must try to catch up causing a loss of information. If the teacher adds a visual aid such as a map or a chart, the student must concentrate on three things causing her to fall even farther behind. The deaf student rarely has the opportunity to be the one to answer a question asked by the teacher due to the delay caused by using an interpreter. Before the interpreter even gets the question signed another student has answered it. Cohen also explains that while a teacher will ask her how the student is doing many teachers will decline an invitation to ask the student herself via the interpreter. That declination has a tendency to alienate the deaf student even more. Joe Murray also contributed an article to Zak. Murray is a deaf person who was fully inclusioned throughout his academic career up and including college. Murray was by most standards a very successful student. He participated in sports and other extra curricular activities along with going to Europe as an exchange student. Murray explains how in the mist of all his success he felt he was not living up to his potential and could not do so out side the deaf community. Murray had to make a concentrated effort at everything he did where as if he was in an environment with his deaf peers the flow of information and activity would have happened more naturally. One of the biggest argument supporters of full inclusion try to present is the fact that disabled students and non-disabled students will have the opportunity to socially interact with each other. It is hoped that this interaction will break down the prejudices and misconceptions people have about the disabled. In the case of a deaf student the opposite holds true. In a school for the deaf the students can communicate and interact freely without any restrictions. When a deaf child is placed in a school for the hearing that child is isolated from the rest of her classmates. In order for successful learning to take place a student must feel valued and comfortable in the classroom (Ormrod). If a deaf child is isolated from her classmates due to the lack of communication she will never gain the feeling of being valued or comfortable. The information processing abilities of students must be taken into consideration when placing them in any academic situation.

Crimson Craving †My Fascination with Vampires

Crimson Craving – My Fascination with Vampires Free Online Research Papers Crimson Craving Blood sucker. Leach. Succubus. Cold one. They have been called many names. They have remained a mystery for many years. Songs have been written about them. Many movies have been made about them. Vampires are one of the many mysterious entities that have been of great interest for as long as I can remember. Every time a new movie comes out about them, a new curiosity is sparked and a fad is reborn. However, one of the movies recently made from a popular novel about vampires has become one of the most popular of all time, and has three more parts in its saga. A plethora of memorabilia was created about Twilight. It quickly became a hit. It is definitely a popular culture of the current times. If you were alive in November 2008 when the movie came out, you witnessed the craze. If you did not witness it and you were alive, then you must have been hiding under a rock somewhere. My fascination with Twilight grew from a fascination with vampires I have had for many years. I have seen Interview With a Vampire, the myriad of remakes of Dracula, and even watch television series’ about vampires, such as True Blood. I can remember listening to a song by Sarah McLachlan over and over that she wrote about vampires called â€Å"Building a Mystery†. The lyrics that most interested me were, â€Å"You come out at night. That’s when the energy comes. And the dark side’s light, and the vampires roam†¦..You’re so careful when I’m in your arms† (McLachlan, 1997, track 1). Twilight put a whole new twist on everything I had already been intrigued by for so many years. Twilight, written by Stephenie Meyer in 2005, came to the theater in November 2008. I had already read the book, actually all four of them. This was a must see for me. I have been deeply intrigued by vampires for quite some time. So many aspects about them beckon to me to research and learn all I can about them. I have seen countless movies about vampires. Twilight swept them all away. The way vampires were presented as being so graceful, depicts them to be more than vicious, blood thirsty beasts as they have been portrayed. They are graceful and careful creatures, almost â€Å"feline-like† in their demeanor, as Meyer referred to them numerous times throughout the series’ (Meyer, 2005). Twilight was an addiction of mine, as well as the other three novels in the saga, to the point of reading at a stop light just to be able to get in a few more pages. It was so exciting and I wanted to be Bella Swan, the main female character. The characters being made to seem so real captivated me also. By the time you see the movie, you feel as if you know them. Meyer describes them in such detail that you get a mental picture which is justified upon viewing the movie. They are all described as so astonishingly beautiful, â€Å"I stared because their faces, so different, so similar, were all devastatingly, inhumanly beautiful. They were faces you never expected to see except perhaps on the airbrushed pages of a fashion magazine.† (Meyer, 2005, p. 19.) Twilight starring so many beautiful male characters did not hinder my addiction either. As many other females, and probably males alike, I fell for Edward Cullen, the main male character, and his romanticism. I wanted to meet someone like him. I wanted to be swept off my feet by him like he did Bella. I wanted to feel like he made her feel. Bella’s character is one that every young female can relate to. Meyer does an excellent job epitomizing how it feels to be falling in love. Everything about this book and movie enthralled me. Twilight displays many theories that we have discussed in class. The most outstanding are controlling images, life chances, and the Theory of Socialization, or Looking Glass Self. Bella and Edward were from two different worlds; Bella is human and Edward is not. This alone implicated many sociological theories. Vampires are rarely portrayed as kind or gentle. They are stereotyped as blood thirsty monsters that kill at will. This is an example of a controlling image. Since vampires are looked upon as bad creatures, the good creatures of the world, humans, have maimed their image. We are taught to fear vampires. Meyer works with that theory and tries to make Edward out to be a good, caring, warm, and loving partner for Bella. As Meyer does describe his hunts in the book, he is very tender when Bella is around. When he has to attack, he gets very embarrassed and ashamed and does not want Bella to fear him. The Looking Glass Self theory is definitely one that is used in Twilight. Cooley theorized that the impression of our self roots from two reasons: â€Å"by ones actual experiences and by what one imagines others ideas of oneself to be† (Encyclopedia Britannica, 2009). Because of the image society has on vampires, Edward is insecure and embarrassed and feels like he is a monster. Because the idea behind vampires is so negative, no matter how much good Edward does in the world, he will always be damaged due to this theory. The image that has been given to vampires is directly reflected back on how Edward sees himself; he does not see himself as a beautiful, gentle, loving man. Edward asks Bella â€Å"You don’t care if I’m a monster? If I’m not human?† (Meyer, 2005, p. 184). The way Meyer has presented him to us is just the opposite of how he views himself. Max Weber introduces the theory of life chances in which an individual is given opportunities to improve their life (Marshall, 1998). Bella sees becoming a vampire as an opportunity to not only permanently be with the man she loves, but also not to ever grow old. Bella’s biggest fear is that she will age and Edward will not love her anymore. Meyer presents Bella with an opportunity to obtain that forever young status. However, Edward sees that chance as a negative one as Bella will have to give up so much of her life. He sees staying mortal as a life chance and tries to dissuade Bella from desiring to become a monster, like him. Edward tells Bella, â€Å"So ready for this to be the end. For this to be the twilight of your life, though your life has barely started. You’re ready to give up everything† (Meyer, 2005, p. 497). Edward wishes he could have that chance at life again. He tells Bella â€Å"I don’t want to be a monster.† (Meyer, p 187). This t heory applies to both main characters, but in opposite ways. The values of a culture often mirror its suggestion about what is right, good, fair, and just. American values mimic this. These values vary among groups within a culture. Bella was caught in the realm of her own values and trying to fit into life with Edward. It was a constant battle for her to accomplish this. Some of the values that were exposed in Twilight were responsibility, accountability, competition, moralism, individualism, external conformity, and youth orientation. The main characters were in constant battle within themselves to adhere to these values. Both Edward and Bella show that they value responsibility throughout Twilight. Bella’s responsibility is shown when she becomes concerned for the safety of her mortal family after getting caught in the middle of an ongoing vampire feud. She fears that the â€Å"bad† vampires will go after her family to get to her. Edward in turn feels a responsibility to keep her safe, since he feels like he got her caught up in the first place. Edward also shows responsibility in their relationship. He knows how physically strong he is and that his powers are superhuman; he knows he could really hurt Bella if he is not extremely careful. He tries to warn her that their relationship could be catastrophic. At one point in the book, he tells her, â€Å"It’s better if we’re not friends. Trust me.† (Meyer, 2005, p. 74). He practices caution at all times when he is handling her. Then again later on he warns her that, â€Å"Sometimes I have a problem with my temper, Bel la† (Meyer, 2005, p. 164) and also tells her that her â€Å"number was up the first time I met you† (Meyer, 2005, p. 175). Showing responsibility for someone you love is a value that we learn early on in life. The two main characters also take accountability for their actions, which is another American value represented in Twilight. Bella and Edward know what they are possibly getting themselves into when they begin a relationship between a mortal and an immortal. They also come to understand the consequences of Bella knowing that Edward is a vampire and the repercussions that could arise, and do later on in the series, from knowing this. Not once in the movie or book did either of them try to place the blame on someone else for their relationship. This shows that accountability was a value to the writer. It teaches us that we are responsible for our own decisions and it shows us that we have to be accountable for what may come of those decisions at any cost. The one value that Bella and Edward always were faced with was competition. Bella felt like she may have to compete for Edward’s attention with any female vampire who should come along. She also felt like she had competition in her face with Edward’s sister Rosalie, who is absolutely beautiful and was originally supposed to be Edward’s mate. Even though Edward truly only had eyes for Bella, she still felt like she had to compete to win his affection. Edward also felt like he had to compete with boys who were more like Bella. Edward could not participate in everything that â€Å"normal† teenagers do since his strength was overpowering, his skin was ice cold, he does not eat or drink or need sleep, and can not go in the sun; he could not risk being found out so he opted out of many activities. He also felt like he could never reveal his true self to Bella, so she might find herself feeling closer to someone else that opened up to her. This made him feel inse cure and like he had to compete. Most of us have felt like we had to compete for the attention of someone or to get something we want in life, so this value being depicted in the movie made it extremely easy to relate to. Moralism is another American value Meyer displays in Twilight. Many Americans tend to be moralists who view the world through the lens of right or wrong and are therefore quick to judge. Obviously being with a vampire who kills as a way of life and to exist is going to disagree with the value of moralism in many ways. Bella fought with this once she figured out that Edward was a vampire. None of her friends or family could ever know of this because she feared that she would be judged. She loved him from the very beginning and wanted to do the right thing. Edward did too. He would have never wanted anything bad to happen to Bella, so moralism played a part in every decision they made in regard to being together. We take on the issue of moralism in every day life every time we are trying to make a decision, big or small, since our actions ultimately affect more than just ourselves. We ponder on if the choice we are about to make is morally right or wrong and what society will think ab out us. The next American value I think was symbolized in Twilight was individualism, which is defined as â€Å"belief in the primary importance of the individual and in the virtues of self-reliance and personal independence† (Merriam-Webster online). Bella needed to hold onto her individualism and still be able to be a part of Edward’s world. She wanted to still be able to fit in with her friends which meant she needed to keep a part of her individualism alive. However, Edward valued this more so than did Bella for herself. Edward was very afraid that Bella would lose herself and be disappointed later in life if she became one of him. Edward had been mortal at one time in his life, though very long ago, and did not want Bella to regret losing her individuality. As humans, as much as we try to convert and mesh with someone else’s lifestyle, it is very important for us to remain an individual. Along the same lines as moralism, external conformity was one of the most prominent values portrayed in Twilight. As we struggle to fit in throughout our lives, Americans believe in conformity to group patterns. Bella wanted to fit in with her friends who were dating amongst each other and doing all the teenage activities. She wanted to conform and fit in so she could feel normal. She also wanted to conform to the way of life that her beloved Edward lived. However, these two worlds clashed and she could never safely do both. Therefore, Bella struggled with the value of external conformity and never really mastered it. The one value that was shown time and time again in Twilight was youth orientation. Bella was not like Edward and his family. They were hundreds of years old and still described as â€Å"the most beautiful people she had ever seen† (Meyer, 2005, pp. 18-19). It was made apparent to Bella early on that she was aging and she would never be able to keep up with Edward’s youthful beauty. She tells him, â€Å"I may not die now†¦ but I am going to die sometime. Every minute of the day I get closer. And I am going to get old.† (Meyer, 2005, p. 476). Americans are constantly reminded by popular culture messages that it is more appealing to stay young at all costs, and that old is ugly. Bella’s biggest fear was that Edward would no longer find her attractive when she started to age, although he constantly reminded her that this would never happen. Bella had nightmares about growing old and Edward no longer being interested in her. She is consumed with not aging and keeping her youth alive. Youth orientation is a major value for Bella, as she is the only mortal among the accepting Cullen family. This pop culture phenomenon has caused controversy. Many people refused to read the books or see the movie because vampires are considered demonic and evil. Another issue I have heard or read is that society worries if being in love with a vampire is healthy, that it is giving young tweens false hope and a distorted sense of reality. I do believe that the book sold many more copies than many other books by long time famous authors and continues to, so this could cause some envy of other authors. I have not heard anything in the news or tabloid other than that people were disappointed that the movie did not give as much to us as the book did; I agree. This is probably not a controversy, but may cause people to be reluctant on seeing the next movies in the saga. It did, however get major media attention due to its overwhelming popularity. The truth about Twilight is that is very popular. When one reads it, one gets captivated and wants to read more and continue on reading the next book and the next book and the next book. It is known world wide. When the movie came out, it was all about â€Å"team Edward† or â€Å"team Jacob†. There were countless posters and t-shirts and bags and blankets that boasted the characters, usually Bella and Edward†¦..you name it, they made it. It was more than a movie and a book. It was something that most young people, especially females, could easily relate to. As a young female, most of us fall for the wrong person, a bad boy, the one from the wrong side of the tracks. It is addicting. Although it was geared towards young readers, it did not stop there; people of all ages read it. It swept across our country as well as others and soon became the talk of the town. Everywhere I went, I heard blurbs about the book and how excited people were to see the movie. Twilight an d its books to follow, entranced many generations and is definitely a popular culture phenomenon that will be remembered as one of the most popular series of novels. References American values. Retrieved from aboutsociology.com/sociology/Value on June 25, 2009. Cooley, Charles Horton. (2009). In Encyclopedia Britannica. Retrieved June 28, 2009, from Encyclopedia Britannica Online: http://search.eb.com/eb/article-9026130 Gordon, M. life-chances. A Dictionary of Sociology. 1998. Retrieved June 26, 2009 from Encyclopedia.com: encyclopedia.com/doc/1O88-lifechances.html McLachlan, S. (1997). Building a Mystery. On Surfacing CD. Arista Records. Meyer, S. (2005). Twilight. New York: Little, Brown and Company. www.merriam-webster.com/dictionary/individualism retrieved on June 26 2009. Research Papers on Crimson Craving - My Fascination with VampiresWhere Wild and West MeetTwilight of the UAWHip-Hop is ArtThe Fifth HorsemanAssess the importance of Nationalism 1815-1850 EuropeThe Relationship Between Delinquency and Drug Use19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesBionic Assembly System: A New Concept of SelfDefinition of Export Quotas

Reflection paper Essay Example | Topics and Well Written Essays - 750 words - 10

Reflection paper - Essay Example Each one of us is familiar with the experience of having to drive several times around city blocks looking for parking space. In this article, Donald Shoup says that various studies have shown that on average 36% of cars in congested downtown traffic were cruising, looking for curb parking. The article cites a 2008 study for a 15-block area of Upper West side of Manhattan where the average cruising time was only 3.1 minutes and the average cruising distance only 0.37 miles. Even for such small time and distance, the high traffic density causes 366,000 miles of excess travel that puts out 325 tons of carbon dioxide every year into the atmosphere in the area. As we know from our own experience, cruising times and distances in most large cities is several times larger than the Manhattan area numbers cited above. Urban planners have sought to remedy urban parking problems by legislation requiring any new redevelopment plans in downtown areas to provide space for off-street parking. The high prices for land in such areas or the simple fact of non-availability of sufficient land have prevented much needed redevelopment in crowded downtown areas. The second solution attempted has been to install parking meters and charge high prices for parking and time limits such as 30 minutes or one hour for parking. These time limits are often impractical. For example someone going for a meal in a restaurant or for a show in a theater would need much longer parking time. High parking rates are also opposed by retailers and businesses in the area that fear that these rates would drive their customers away to other streets where parking may be easier. Donald Shoup advocates a deceptively simple solution for the urban parking problem. He recommends that parking prices be set to achieve an optimum 85% occupancy rate which translates to 1 or 2 open slots in a city

Indias Participation in Global Economy Essay Example | Topics and Well Written Essays - 3000 words

Indias Participation in Global Economy - Essay Example The Indian society is now subject to western imperialism and quite a distinct reflection of the western culture, styles, and language and business activity. The economic environment of India, after the reforms has predominantly changed from socialist policies to more liberal policies, facilitating an expansion of international trade. Some cultural values are very strongly established amongst the Indian workforce and may deter further expansion of international trade but Indian culture is one of business orientation because of its historical significance and industrial background and thus strongly supports trade activity. Yet there remain some economic challenges that may deter further growth of the economy. These include an inadequate infrastructure to support a growth rate of 8%. With so much international pressures to quality conformance and timely production, India must invest in up gradation of its ports, rail networks, roads, and power and water supplies. Hence, in order for Ind ia to capitalise on its economic benefits, it must overcome these economic challenges and increase its international market presence by developing indigenous brands and thus expanding international trade. 1.Problem Identification and Analysis With the highest population in the world of about 1.1 billion, second largest to China, India has made its way amongst the world’s leading economies in the year 2007. ... ccording to the World Bank Report, its economic growth rate was 8%, close to 10.4% of China, despite the high dependence of its economy on the agricultural sector (World Bank 2004). Recently the economy has moved towards massive production orientation in the manufacturing sector and there has been an observable proliferation of information technology and telecommunications. It is the augmentation within this sector, the software companies and call centres that have fuelled the economic growth in India. India has developed the right infrastructure to facilitate this rapid economic growth through development of an educated, English speaking workforce and thus has become a hub for outsourcing for large multinationals and overseas services to US companies (Banik 2007). Many companies like Ford Motors, General Motors and software companies have subcontracted their business services including customer service support, business support and troubleshooting computers, to this sector of Asia. Moreover, the country also has some skilled personnel to conduct customer surveys and research that provides the foundation for its international trade. Many companies are considering outsourcing their most expensive marketing process that is research, to the low cost researchers in India (Suresh 1999). The main reason that has fuelled this structural change is the emergence of a class characterised with young business professionals. It is also the culture of the country that promotes diligence, struggle and goal orientation (Kumar and Agarwal, Liberalization, Outward Orientation and In-house R&D activities of multinationals and local firms 2000). Therefore, the impact of globalization has been tremendous on Indian economy. With more and more companies looking to outsource in attempt to

Emergency Services Management - ManMade Disasters - Media Essay

Emergency Services Management - ManMade Disasters - Media - Essay Example Smoke and soot content in air could rapidly increase 1 to 2 hours prior to the fire reaching the perimeter of our town. 3. As a safety measure, I have ordered the evacuation initially of the western suburbs of Everyville consisting of the areas west of the canal. Evacuation of additional areas may become necessary as we track the advancement of the wildfire. The areas identified for immediate evacuation are shown in the attached map. 4. The evacuation will begin in approximately 1 hour from now and should be completed in a maximum of 2 hours. Police and fire service personnel are being deployed in the area to assist in the evacuation. I request all citizens to help these civic employees, who are putting their lives at risk, to do their jobs effectively. Failure to comply with instructions from police or fire services personnel would be treated as a criminal offence. 5. Carry only the minimum essentials with you when you evacuate your home. These essentials are shown in the simple chart below. In addition carry sleeping bags and change of clothing for each family member and some food and drinking water to supplement what is being arranged at the refuge centers. . You can use your own cars or trucks to move to the refuge areas or use the transport vehicles that have been arranged by the civic authorities. The police and fire service personnel would provide guidance. 6. The refuge areas identified in the town of Everyville are the Civic Center, The Church of St. Andrews, and the High School. The location of these refuge areas are shown on the map released with this statement. Volunteers have been positioned at each of these buildings to assign spaces and to help people settle in. Some arrangements for food and water are also being made. Doctors and nurses from the town hospital will be available to provide medical assistance if needed (CWPP, 2008). 7. Before you

Observations of babies and young children

Observations of babies and young children There are many different types of knowledge that can be found out about a child when carrying out observations on babies and children. Observations can help a practitioner gain an understanding of a child and whether they may need help or support within any of the areas of their education, personal life, home life and problems that the child may be trying to deal with. We as early years practitioners carry out observations on babies and young children to record and observe their physical, intellectual, language, emotional and social development. It is important to observe these areas of development to make sure that children are meeting their developmental norms in all of these areas. We also observe to be able to find out different techniques of how to promote these areas of development. Communicating with children appropriately within observations is extremely important; the child within this observation could be shy and find it hard to talk to adults, so therefore it is important that the practitioners get down on their level, have a genuine care for them, use open body language, an example of this could be uncrossing your arms and using an appropriate amount of eye contact, for example, not staring at the child, so that the child may feel uneasy and insecure but looking at the child in an ensuring way and trying to connect with them. According to, www.bestpracticenet.co.uk, EYPS Standards, It is important to, Have high expectations of all children and commitment to ensuring that they can achieve their full potential. This can be done by showing a child hat you have faith and confidence within them and their abilitys to grow and develop. This could be done by something as simple as using positive facial expressions, these are important; by doing this it could refle ct your happiness onto the child and by a practitioner being positive and smiling at the child, a young child may look up to you and think of you as a role model. Children will respond to this positive attitude and this may affect their self esteem, confidence and therefore they may want to form a relationship with you. If a child that you are carrying out an observation on is shy or withdrawn, there could be many reasons for this, so it is important to be aware and also to be sensitive to the child and their feelings, as by not doing this, it could affect a childs self esteem. Good skills of language should be used within observations, for example, a practitioner should vary their voice tone and not be too loud or quiet when communicating with a child. By carrying out observations, early years practitioners find out all of the individual needs of the children. This could vary from many different things, for example, if a child needs more support, such as whether they have any special needs or one to one requirements or whether a baby or young child may have problems with their recognition or sight ect. Many problems or abnormalities will be common within babies and young children and could go unnoticed, if observations arent carried out successfully. Observing the development of children can be fascinating. It is important to remember that each child is a unique individual. Children develop as they grow and learn new complex skills. The sequence of development is not the same for all children. An individuals ability progresses at different rates depending on inherited characteristics and the nurturing that child receives. Growth and development will progress well when a childs basic needs for food, warmth, sleep, exercise, encouragement and love are met by reliable adult carers. Development is holistic including physical, intellectual, emotional and social aspects. These areas of development are integrated into a whole special individual. From carrying out observations we can find a general indication of how a baby/child behaves and who they interact with also we can get a general overview of their interests, and what they dont appear to like; which is why it is important to observe so that we can encourage the youngsters to try new things. For example, if a child doesnt seem to be interested in reading books. Then a EYP could find out one of their interests, for example, Thomas the tank engine and then adapt this theme to the book corner. Observing a childs unique development is a rewarding skill to learn. As with all skills within life observation requires practice and it is important to perfect this skill whilst working with children. It is also important to carry out observations so that parents can be aware of their child/ babys progress and this will help the childs parents gain a knowledge and an understanding of their childs ability. It is also important to inform parents and carers about a childs development, as they will also be able to be a part of their childs education, for example, setting up an activity that promotes their childs overall skills and development. It is important to be objective when observing children, this is done by not judging a child and taking everything into consideration and having a positive outlook. EYPs should not have fixed views or a subjective manner before observing a child. For example, if someone tells you that a child that your going to observe is very naughty and very behind in their development stages. An early years practitioner should observe the child with no fixed views and not judge the child on what others may have said. When children are born, mid-wives or nurses come to the mothers house to be able to monitor and observe the child and make sure that they are developing properly, for example, putting on weight. When children go to nursery and school EYPs have many different observations that they carry out on the children for all of the different types of development. And they also plan activities on the basis of these observations. Before an observation is carried out it is important that many Ethical considerations are taken in to account. This includes many different factors that may affect the observation, for example, EYPs have to make sure that get permission from the supervisor of my placement, this is done by simply asking if it was acceptable if they carried an out an observation. It is important to consider getting the document signed after it had been completed. EYPs should know that they need a teacher or supervisor to advise them on their observation or whether it needed their advise and at what level they needed them to consult at. They also had to know what information should be shared with the teacher and the parents about the observation I have done. They also have to take into account the health and well-being of a child. According to, www.bestpracticenet.co.uk, EYPs Standards, Early years practitioners should, Plan and provide safe and appropriate child-led and adult initiated experiences, activities and play opportunities in indoor, outdoor and in out-of-setting contexts, which enable children to develop and learn. This is done by making sure that when the observation or activity is going to take place a child should be safe at all times and there should be no potential risks to the child. Also they have to think about how they would report the information, how they would set out the observation, whether the children could have been ill or could have suffered from a virus recently and wasnt their self, the child might suffer from a disease or a behaviour disorder. The time of day is important because if the child is hungry it might not be its normal self and might not be up to showing its skills, so therefore the observation might not be as successful. It is important to choose a random child and make sure that differentiation is included. Early Years Practitioners should also consider their own health, hygiene and well being before carrying out an observation. When carrying out an observation it is important to use the correct method for the certain type of development that is being observed or monitored. For example, if a child has special needs, etc. Then an EYP may observe them to see if they need any additional help, such as, one to ones, being seen by a nurse for its overall well-being or other issues. A child with special needs may need a translator for sign language or they may need their work or activitys put into Braille. Children with special needs may enjoy or learn more when doing sensory activitys. Additional needs children may require many specialists opinions or help, for example, speech therapists. Also it is extremely important that all children are treated equally and with dignity and respect. It is important that we inform parents of their childs progress regularly and that they are aware of any under development seen from observations; we must inform parents who can then take further action in involving a doctor, psycho logist, pedetrition, school worker. Children that are non-English, for example, they dont understand the English language and they cant speak or communicate the English language. This is can be quite a difficult situation; I have observed in one of my placements a similar situation. A girl came over from India and she could speak a little English but did not understand fully, to be able to succeed in many activitys within the classroom. This child was helped by the teacher using, phonics and the child was also provided with one to one help. However in extreme cases where children may not understand or speak any English at all, translators are useful. For a child that may struggle with the English language there are many ways or helping them understand and learn, for example, picture card activitys as this will stimulate their recognition of different objects. Also a child may benefit from, ICT and audio facilities, interacting and playing with other children. And it is crucial that a child that doesnt speak any English has lots of contact and communication with English speakers. From the ages of 0-3 children have strong social needs. At a very young age children form strong attachments. The Psychologist John Bowlby was the first attachment theorist, describing attachment as a lasting psychological connectedness between human beings (Bowlby, 1969, p. 194). He believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. According to Bowlby, attachment also serves to keep the infant close to the mother, thus improving the childs chances of survival. The main theme of attachment theory is that mothers who are available and responsive to their infants needs to establish a sense of security. The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world. So from a very early age children require eye contact and smiles. Also children need to hear language as this may comfort them or stop them from crying, this can be known as a distraction technique. When dealing with children its important to use your initiative, for example, if a child is crying, they may be tired or need feeding. Children enjoy listening to music and enjoy taking part in activitys that have an audio input, for example, According to, www.earlychildhoodeducation.co.uk, under how singing and music classes can benefit children, As a baby, hears the voices of its parents singing. Hearing songs, rhymes and simple rhythms can be very comforting for young children, especially when theyre feeling upset, irritated or tired out. It can help them relax and go to sleep, or music can be invigorating and exciting. By providing children with musical activities it will help them to thrive socially and increase their social development. As activitys like this encourage team work, for example, sharing. Children need to feel safe and secure around the people within their environment and their environment should be positive. This creates a foundation of which children can build on for social development. Children of this age have strong physical needs, Children need to be in an appropriate environment in which they will be allowed to grow and develop properly. For example, by experimenting and playing with different things both inside and outside of a setting. Children should be exposed to gross motor skills such as, running. And fine motor skills such as drawing and painting. Children that consume an unbalanced diet will be at risk of developing many problems. A balanced diet is important to maintain health and a sensible body weight. No single food will provide all the essential nutrients that the body needs to be healthy and function efficiently and properly. The nutritional value of a persons diet depends on the overall mixture, or balance, of food that is eaten over a period of time, as well as on the needs of the individual. A diet which includes a variety of different foods is most likely to provide all the essential nutrients. Children need energy for our bodies to function properly but the balance between carbohydrate, protein and fat must be right for us to remain healthy. Too much fat can lead to overweight, obesity and other serious health problems such as heart disease and cancer. Too little protein can lead to problems with growth and repair in the body. Eating sugary foods or drinks too often without appropriate dental hygiene can lead to po or dental health. We need enough vitamins, minerals and dietary fibre for health. A variety of different foods and particularly plenty of fruits and vegetables will help to ensure that we get the right mix. Research has shown that there are other naturally occurring substances in foods, particularly plant foods such as fruits and vegetables which are also beneficial to health. (School age children and youths, Nutrition notes) EYPs should know that children need a routine to be able to feel safe and secure; they need to know and feel that they know what is going on and that they are in control. Each child within my setting has a different routine, however I am familiar with all of them. For example, when a child cries they may need a bottle or they may just want or need a cuddle, (physical attention). When feeding a child it is important to make eating a fun thing to do, so it is good practice to smile and communicate with the children throughout. Children should be provided with sleep and rest as this will restore their energy within their bodies. Activities such as lullabys and storys should be provided to a child. As this will be a fun activity to be part of. When dealing with children, it is important to take into consideration all the areas of hygiene, for example, when changing a nappy, an apron and gloves should be worn and children should be cleaned with either cotton wool or wipes, or in some cases by bathing. When children get mucky during a day at my placement, for example, after an activity, dinner or tea. Children may need their clothes changing even though most children do wear bibs. Also within my setting we have alcohol gel that we use to make our hands clean and I make sure that I wash my hands throughout the day. As this will get rid of germs and therefore you will be more hygienic. Childrens emotional needs are to be cared for and to be loved and to be shown affection. Early years practitioners must, establish fair, respectful, trusting, supportive and constructive relationships with children. It is also important to communicate sensitively and effectively with children from birth to the end of the foundation stage. Children should be listened to, and EYPs should pay attention to what they say and value and respect their views. Early years practitioners must also demonstrate the positive values, attitudes and behaviour they expect from children. As this will help them grow and develop and help them achieve their goals. There are a whole range of recording methods that can be used when observing children it is important the correct method is used for the type of observation, for instance: a mapping observation can help record and monitor the childs attention span. But this observation must be recorded accurately and using the proper format. It is vital that when observing a child you do not make anything up, exaggerate a situation, be imprecise and that all information and recordings are accurate and true; this is why is is important that a supervisor signs the finished copy. Many settings use tick charts and check lists, this is good for monitoring the childs fine and gross motor skills and then linking them to the norms to then evaluate their needs or to find out activitys that may promote their skills. Tick charts work better if comments and evaluations are also used to bring them to life or when you link them to other observations that you have done. Observing children over a long period of time is a lovely way of both observing children and providing a structure for planning for individual children. This method works well with all age ranges and is popular with parents. The idea is that you carry out a short written observation, take a photograph if possible and then draw some conclusions about what you have seen. You also include some suggestions of what the childs next steps might be and ways in which they might be supported. A narrative observation includes noting down all of the childs language; this is good for recording and monitoring their language and social development. Event sample is good for attention span, behaviour or for looking at all of the different activitys that a child may take part in. A childs intellectual development can be monitored it includes noting down everything a child says and who they communicate with. It is important to have many methods of observation to be able to observe all of the childs skills and different areas of development. Children have a right to be observed and monitored to make sure that their development is at the right level. From observing we are able to see if there are any delays in development. Which in some cases, a doctor or other specialists would need to be informed and a child maybe taken in for tests or other procedures. After each observation, EYPs link the childs development to the norms of development; by doing this you could find out whether the child is behind, on the right level or in front of their years. We will also be able to see whether a child has hearing difficulties, which they would probably be told to go see a doctor and a doctor would recommend a place to go to or a treatment which a child may need. It is important that as an EYP we try and communicate with children and this is done by singing to a child, talking, asking them questions an d taking part in audio activitys, such as, nursery rhymes or singing activities. According to, ecrp.uiuc.edu, 2007, Children are unique and complex and thus often difficult to comprehend. And they do not readily engage us in dialogue in order to explain the reasons for their caprice as they explore the world that surrounds them. Yet, as practitioners it is important for us to know our children deeply, to flow with their currents, and to extend their nascent theories about how the world work. This can be done by observing and evaluation a childs needs.

Stress Essay -- essays research papers

Stress   Ã‚  Ã‚  Ã‚  Ã‚   Stress is the nonspecific response of the body to any demands made upon it; it may be characterized as muscle tension and acute anxiety or may be a positive force of action. Stressors are what cause stress. Stressors are specific or nonspecific agents or situations that cause a stress response in the body. There are five Categories of Stressors: Acute time limited stressors are anxiety-provoking situations such as having to talk in public or work out a math problem; Brief naturalistic stressors are more serious challenges such as SAT’s or meeting a deadline for a big project; Stressful event sequences like difficult consequences such as a natural disaster, or another traumatic occurrence such as a death of a spouse; Individuals know the difficulties will end at some point; Chronic stressors are ongoing demands caused by life changing circumstances, such as a permanent disability following an accident or care giving for a parent with dementia; Individuals do not have a clear en d point. Distant stressors like a traumatic experience that occurred long ago, such as child abuse, yet continue to have an emotional psychological impact. If you are used to thinking that stress is something that makes you worry, you have the wrong idea of stress. Stress is many different kinds of things: happy things, sad things, allergic things, physical things. Many people carry enormous stress loads and they do not even realize it. There are many different kinds of stress: emotional stress, illness, pushing your body too hard, environmental factors, the special case of tobacco use, hormonal factors, and allergic stress. Emotional stress may happen when arguments, disagreements, and conflicts cause changes in your personal life -- that is stress. Illness can be something small like catching a cold, breaking an arm, a skin infection, a sore back, are all changes in your body condition. Pushing your body too hard is a major source of stress you are overdriving yourself. If you are working or partying (binge drinking) 16 hours a day, you will have reduced your available time for rest. Sooner or later, the energy drain on your system will cause the body to fall behind in its repair work. There will not be enough time or energy for the body to fix broken cells, or replace used up brain neurotransmitters. Changes will occur in your body's internal ... ...ith changes that temporarily lower resistance. Levels of certain hormones may rise blood pressure may increase. The body quickly makes internal adjustments to cope with a stressor and return to normal activity. Resistance: If the stressor continues the body mobilizes its internal resources to try to sustain Homeostasis (the body’s natural state of balance or stability). An example of it is when a loved one is seriously hurt in an accident, we initially respond intensely and feel great anxiety. During the subsequent stressful period of recuperation, we struggle to carry on as normal as possible, but it requires a considerable amount of effort. Exhaustion: If the stress continues long enough we can not continue normal functioning. Even a small amount of additional stress may cause a breakdown. Work Cited: Stress. Retrieved September 8, 2005, from the World Wide Web: http://www.reutershealth.com/wellconnected/doc31.html What Causes Stress? Retrieved September 8, 2005, from the World Wide Web: http://www.beatstress.ndirect.co.uk/page4.html Theories Explaining Stress and Anxiety. Retrieved September 8, 2005, from the World Wide Web: http://mentalhelp.net/psyhelp/chap5/chap5k.htm